Zeytin Ağacının Gölgesinde Öğrenmek: Uygulama Topluluğu Olarak Tarımsal Bir Kooperatifte Durumsal Öğrenme Deneyimleri

Öz

İşbirliği ve dayanışmanın esas olduğu kooperatifler, ortaklarına etkileşim ve deneyim alanları sağlayan topluluklardır. Bu alanlar kooperatif ortağı yetişkinler için aynı zamanda bir öğrenme zemini oluşturmaktadır. Kırsal bölgelerde yaşayan çiftçilerin formel öğrenme deneyimlerinin sınırlı olduğu göz önüne alındığında tarımsal kooperatiflerin çiftçilere sağladığı öğrenme ortamları kritik bir öneme sahiptir. Bu araştırma kırsal bölgelerde bulunan tarımsal kooperatiflerin çiftçilere sağladığı öğrenme deneyimlerine odaklanmakta ve kırsal bir bölgede yer alan Gödence Tarımsal Kalkınma Kooperatifi ortağı çiftçilerin öğrenme deneyimlerini durumsal öğrenme perspektifinden incelemektedir. Durum çalışması yöntemiyle yürütülen araştırmada çiftçilerin tarımsal üretime yönelik öğrenmeler, fabrika-makine bilgisi ve yönetimsel-iletişimsel süreçlere dair öğrenmeler gerçekleştirdiği; bu öğrenmeler ve kooperatif içerisindeki etkileşimlerle birlikte farklı topluluklarda yeni öğrenme deneyimleri edindikleri bulgulanmıştır.

Anahtar Kelimeler

• durumsal öğrenme
• kooperatifçilik
• tarımsal kooperatifler
• uygulama topluluğu
• yetişkin öğrenmesi

Learning in the Shade of the Olive Tree: Situated Learning Experiences in an Agricultural Cooperative as a Community of Practice

Öz

Co-operatives, which are based on cooperation and solidarity, are communities that provide spaces of interaction and experience for their members. These spaces also provide a learning environment for adult members of co-operatives. Given that farmers living in rural areas have limited formal learning experiences, the learning environments provided by agricultural co-operatives are of critical importance. This study focuses on the learning experiences provided to farmers by agricultural co-operatives in rural areas and examines the learning experiences of Gödence Agricultural Development Cooperative member farmers in a rural area from a situated learning perspective. Using a case study approach, the study found that farmers learnt about agricultural production, factory-machine knowledge, and managerial-communication processes, and through these learnings and interactions within the co-operative, they gained new learning experiences in different communities.

Anahtar Kelimeler

• adult learning
• Agricultural co-operatives
• community of practice
• cooperativism
• situated learning

Kaynakça

1. Arslan, H., Yazıcı, S., Dil, K., & Çetin, E. (2018). Active citizenship in rural area: A sociological study. The Journal of Academic Social Science, 82, 168–197. https://doi.org/10.16992/ASOS.14302
2. Balcı, A. T. (2022). Köy Enstitüleri, yerel önderler ve kooperatifçilik [Village Institutes, local leaders and cooperatives]. In A. Yıldız (Ed.), Akademide 40 Yıl: Prof. Dr. Meral Uysal’a Armağan (pp. 43-54). Ankara Üniversitesi Yayınları.
3. Baldacchino, G. (1990). Worker cooperatives with particular reference to Malta: An educationist’s theory and practice. Institute of Social Studies.
4. Banaji, J. (1976). Summary of selected parts of Kautsky's. Economy and Society, 5(1), 1-49.
5. Billett, S. (1994). Situated learning: a workplace experience. Australian Journal of Adult and Community Education, 34(2), 112-130.
6. Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209-214.
7. Bogdan, R. C. & Biklen, S. K. (2007) Qualitative Research for Education: An Introduction to Theory and Methods. Allyn & Bacon.
8. Braun, V. & Clarke, V. (2023). Thematic analysis. In: Maggino, F. (Ed.) Encyclopedia of quality of life and well-being research. Springer, Cham. https://doi.org/10.1007/978-3-031-17299-1_3470

9. Creswell, J. W. & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five traditions. SAGE Publications, Inc.
10. Diamantopoulos, M. (2015). The Canadian co-operative movement and the promise of knowledge democracy. In D. Hepting & P. Eliott (Eds.), Free knowledge: Confronting the commodification of human discovery (pp. 69-100). University of Regina Press.
11. FAO (2012). Agricultural cooperatives and gender equality. https://www.fao.org/3/ap669e/ap669e.pdf
12. Fenwick, T. (2003) Reclaiming and re-embodying experiential learning through complexity science. Studies in the Education of Adults, 35(2), 123-141. https://doi.org/10.1080/02660830.2003.11661478
13. Fındıkoğlu, Z. F. (1974). Kooperasyon sosyolojisi: Nazari ve tatbiki kooperatifçilik denemesi [Cooperative sociology: Theoretical and practical cooperative experiments]. İstanbul Üniversitesi Yayınları.
14. Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. https://doi.org/10.1177/1077800405284363
15. Gates, J. (1999). The ownership solution: Toward a shared capitalism for the twenty first century. Penguin Press.
16. Geray, C. (1971). Toplum kalkınması, kooperatifçilik ve birkaç örnek olay [Community development, co-operation and a few case studies]. Amme İdaresi Dergisi. 4(3), 3-27.
17. Geray, C. (1980). Halk eğitimi ve toplum kalkınması açısından Köy Enstitüleri [Village Institutes from the perspective of public education and community development]. Education and Science, 5(25), 4-11. https://doi.org/10.15390/ES.1980.2221
18. Geray, C. (2014). Kooperatifçilik [Cooperation]. Nika Yayınevi.
19. Göçer, M. C. & Özbek, Ç. (2020). Reflecting on workplace democracy: Workplace democracy as a practice and the Ovacık Agricultural Development Cooperative. Journal of Education Science Society, 18(72), 10-29.
20. Gönüllü Atakan, A., & Çoban, A. (2022). Türkiye’de kadınların kooperatifler yoluyla güçlenmesi: Yasal ve yapısal stratejiler [Empowering women in Turkey through cooperatives: Legal and structural strategies]. ILO Yayınları.
21. Greeno, J. G. (1997). Theories and practices of thinking and learning to think. American Journal of Education, 106(1), 85-126. https://doi.org/10.1086/444177
22. Gülçubuk, B., Yıldırak, N., Kızılaslan, N., Özer Eroğlu, D., Kan, M., & Kepoğlu, A. (2010, January). Kırsal kalkınma yaklaşımları ve politika değişimleri [Rural development approaches and policy changes]. In Agricultural Engineering VII Technical Congress (pp. 1200–1213). Ankara, Türkiye.
23. Gümüşoğlu, F. (2012). Kadınların toplumsal alanda güçlenmesine bir örnek: “Yağlar Köyü Tarımsal Kalkınma Kooperatifi” [An example of women's social empowerment: The Village of Yağlar Agricultural Development Co-operative]. Kadın Araştırmaları Dergisi. 10(1), 39-60.
24. Hemphill, D., & Leskowitz, S. (2013). DIY Activists: Communities of practice, cultural dialogism, and radical knowledge sharing. Adult Education Quarterly, 63(1), 57-77. https://doi.org/10.1177/0741713612442803
25. ILO & ICA (2014). Cooperatives and sustainable development goals: A Contribution to the post-2015 development debate a policy brief. http://www.ilo.org/wcmsp5/groups/public/---ed_emp/documents/publication/wcms_240640.pdf.
26. Ingram, J., Maye, D., Kirwan, J., Curry, N., & Kubinakova, K. (2014). Learning in the permaculture community of practice in England: An analysis of the relationship between core practices and boundary processes. The Journal of Agricultural Education and Extension, 20(3), 275-290. https://doi.org/10.1080/1389224X.2014.887756
27. Jarvis, P. (2012). Adult learning in the social context. Routledge- Taylor & Francis Group.
28. Kim, Y. S. & Merriam, S. B. (2010). Situated learning and identity development in a Korean older adults’ computer classroom. Adult Education Quarterly, 60(5), 438-455. https://doi.org/10.1177/0741713610363019
29. Knowles, M. S. (1973). The adult learner: A neglected species. Gulf Publishing Company.
30. Koretskaya, O., & Feola, G. (2020). A framework for recognizing diversity beyond capitalism in agri-food systems. Journal of Rural Studies, 80, 302-313. https://doi.org/10.1016/j.jrurstud.2020.10.002
31. Krzywoszynska, A. (2019). Making knowledge and meaning in communities of practice: What role may science play? The case of sustainable soil management in England. Soil Use Manage, 35, 160–168. https://doi.org/10.1111/sum.12487
32. Laidlaw, A. (1950). Canada’s co-ops and education / Is it education. In J.R. Kidd (Ed.), Adult Educaiton in Canada (pp. 116-127). Canadian Association for Adult Education.
33. Laidlaw, A. F. (1962). Training and extension in the co-operative movement: A guide for fieldmen and extension workers. Food and Agriculture Organization of the United Nations (FAO).
34. Lave, J., & Packer, M. (2008). Towards a social ontology of learning. In K. Nielson, S. Brinkmann, C. Elmholdt, L. Tanggaard, P. Musaeus, & G. Kraft (Eds.), A qualitative stance: Essays in honor of Steinar Kvale (pp. 17–46). Aarhus University Press.
35. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
36. Lindeman, E. C. (1923). Social implications of the farmers' co-operative marketing movement. Social Forces, 1(4), 447–450. https://doi.org/10.2307/3004963
37. Lindeman, E. C. (1926) The meaning of the adult education. New Republic, inc.
38. Martin, R. B., Donolo, D. S., & Cugini, A. (2020). Community of practice and green learning. The case of a Permaculture Art Cooperative. COODES, 8(2), 263-281.
39. Mayo, P. (2009). The ‘competence’ discourse in education and the struggle for social agency and critical citizenship. International Journal of Educational Policies. 3(2), 5-16.
40. Merriam, S. B. (1988). Case study research in education a qualitative approach. Jossey-Bass Publishers.
41. Merriam, S. B., Courtenay, B. & Baumgartner, L. (2003). On becoming a witch: Learning in a marginalized community of practice. Adult Education Quarterly, 53(3), 170-188. https://doi.org/10.1177/0741713603053003003
42. Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Direction for Adult & Continuing Education / Special Issue: Third Update on Adult Learning Theory, 119, 93-98. https://doi.org/10.1002/ace.309
43. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
44. Mori, P. A. (2014), Community and cooperation: The evolution of cooperatives towards new models of citizens' democratic participation in public services provision. Annals of Public and Cooperative Economics. 85(3), 327-352. https://doi.org/10.1111/apce.12045
45. Mychajluk, L. (2017). Learning to live and work together in an ecovillage community of practice. European Journal for Research on the Education and Learning of Adults, 8(2), 179–194. https://doi.org/10.3384/rela.2000-7426.rela9092
46. Neugarten, B. L. (1976). Adaptation and the life cycle. The Counseling Psychologist, 6(1), 16–20.
47. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847
48. Ostrom, E. (1990). Governing the commons / The evolution of institutions for collective action. Cambridge Universtiy Press.
49. Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications Ltd.
50. Perry, J. A. (2022). Situated learning and transnational labor migration: The case of Canada’s Seasonal Agricultural Worker Program. Adult Education Quarterly, 72(4), 422-438. https://doi.org/10.1177/07417136221095480
51. Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. Sage Publications Ltd.
52. Quarter, J. & Midha, H. (2001). Informal learning processes in a Worker Co-Operative. The Research Network on New Approaches to Lifelong Learning (NALL) Working Paper, 37.
53. Rubenson, K. (2011). The field of adult education: An overview. In K. Rubenson (Ed.), Adult learning and education (pp. 3-13). Elsevier Ltd.
54. Sachs, C. E. (2019). Gendered fields: Rural women, agriculture, and environment. Routledge.
55. Sauser, W. I. (2009). Sustaining employee owned companies: Seven recommendations. Journal of Business Ethics. 84(2), 151-164. DOI: 10.1007/s10551-008-9679-2
56. Schugurensky, D. (2002). Transformative learning and transformative politics. In E. O’Sullivan, A. Morrell & M. A. O’Connor (Eds.), Expanding the boundaries of transformative learning / Essays on theory and praxis (pp. 59-76). Palgrave Macmillan.
57. Sına, Z. ve Soyer, S. (1998). Sosyolojik açıdan kooperatifçilik teorisinin niteliğine ilişkin düşünceler [Thoughts on the nature of the theory of cooperativism from a sociological perspective]. Amme İdare Dergisi. 31(3), 103-117.
58. Şahin, A., Cankurt, M., Günden, C., Miran, B. & Meral, Y. (2013). Agricultural development cooperatives in Turkey; member-cooperative relations. Journal of Agriculture and Nature, 16(2), 21-33. https://doi.org/10.18016/ksujns.39398
59. Şahin, Ç. E. (2019). Türkiye tarımının güncel sorunlarının çözümünde kooperatifler bir model olabilir mi? Fırsatlar ve handikaplar üzerine düşünceler [Could cooperatives be a model for solving the current problems of Turkish agriculture? Thoughts on opportunities and handicaps]. In F. S. Öngel & U. D. Yıldırım (Eds.) Krize karşı kooperatifler / Deneyimler, tartışmalar, alternatifler. (pp. 79-117). Nota Bene Yayınları.
60. Tregear, A. & Cooper, S. (2016). Embeddedness, social capital and learning in rural areas: The case of producer cooperatives. Journal of Rural Studies, 44, 101-110. https://doi.org/10.1016/j.jrurstud.2016.01.011
61. Tusting, K. & Barton, D. (2011). Öğrenme kuramları ve yetişkin öğrenme modelleri üzerine kısa bir inceleme [Models of aduls learning: A literature review]. (A. Yıldız & A. Demirli, Trans.). Dipnot Yayınları. (2006). UN (2023). UN resolution calls for a second International Year of Cooperatives in 2025. https://social.desa.un.org/publications/cooperatives-in-social-development-2023-report
62. Vieta, M. (2014). Learning in struggle: Argentina’s New Worker Cooperatives as transformative learning organizations. Industrial Relations, 69(1), 186-218. https://doi.org/10.7202/1024212ar
63. Vickers, C. H. & Deckert, S. K. (2013) Sewing empowerment: Examining multiple identity shifts as a Mexican immigrant woman develops expertise in a sewing cooperative community of practice, Journal of Language, Identity & Education, 12(2), 116-135. DOI: 10.1080/15348458.2013.775879
64. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
65. Woods, P. J. (2024). Conceptualizing anti-racist pedagogies within experimental music’s community of practice. Adult Education Quarterly, 74(1), 3-22. https://doi.org/10.1177/07417136231198218
66. Yıldırım, A. & Şimşek, H. (2011). Nitel araştırma yöntemleri [Qualitative research methods]. Seçkin Yayıncılık.
67. Yıldırım, U. D. (2019). Belediyeler ve kooperatifler ekseninde Türkiye tarımında alternatif kamusallık deneyimleri; olanaklar ve sınırlar [Alternative public sector experiences in Turkish agriculture centred on municipalities and cooperatives; possibilities and limitations]. In F. S. Öngel ve U. D. Yıldırım (Eds.) Krize karşı kooperatifler / Deneyimler, tartışmalar, alternatifler. (pp. 25-79). Nota Bene Yayınları.
68. Yıldırım, U. D. (2023). In the 100th year of the republic, Turkey’s changing urban food systems and cooperatives. The Academic Elegance. 10(Republic Special Issue), 588-615. https://doi.org/10.58884/akademik-hassasiyetler.1353276
69. Yıldırır Kocabaş, Ö. (2003). The developments in the idea of cooperatives in Turkey. Turkish Journal of Agricultural Economics 8(1-2), 15-24.
70. Yin, R. K. (2002). Case study research: Design and method. Sage Publications, Inc.